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Academy Proposals

Equality impact assessment in relation to the significant change application

As a Gold UNICEF Rights Respecting School, the staff and students are aware of the protected characteristics and their duty to ensure that no-one in the Will Adams family is disadvantaged

We protect the characteristics of key groups through:

Fostering good relations across all characteristics - between people who share a protected characteristic and people who do not share it. We foster good relations by:

Ensuring that every provision is seen as a community school within their local community

Ensuring that equality and diversity are embedded in the curriculum and in collective worship

The following characteristics are also considered:

Students eligible for Free School Meals (FSM)

Students with Special Educational Needs (SEN)

Students with English as an Additional Language (EAL)

Students with a Traveller heritage who are highly mobile but not from a minority ethnic group, such as Fair or Circus families

Young carers

Looked After Children

Other vulnerable groups

Race

Will our reopening plans have a disproportionate impact related to race?

Y

N

N

Describe the nature of any disproportionate impacts.

Explain what actions will be taken to address these impacts.

Resources are from a range of different ethnic minority groups and students are encouraged to understand and explore diversity across the curriculum. This is current practice
Books including picture books within the classroom included a range of different ethnic backgrounds and cultures to promote the diversity within the School’s community
A broad a balanced curriculum that covers a range of positive role models from a variety of ethnic groups and cultures.
A strong RSHE programme which promotes equality amongst all is monitored in all provisions throughout the School

Disability

Will our reopening plans have a disproportionate impact related to disability?

Y

N

N

Describe the nature of any disproportionate impacts.

Explain what actions will be taken to address these impacts.

Clear access to, from and around the classroom so all students can access all areas of the classroom and resources.
Books featuring positive role models with disabilities
No student removed / excluded from any activity due to a disability – reasonable adjustments made so all students can access the full curriculum offer
All of the above embedded into policy and practice across the School and monitored regularly.
Any modifications to the school are currently, and will continue to be, in line with Health and Safety regulations

Gender

Will our reopening plans have a disproportionate impact related to gender (including gender reassignment or pregnancy and maternity)?

Y

N

N

Describe the nature of any disproportionate impacts.

Explain what actions will be taken to address these impacts.

Ensuring that students have access to all a range of resources (no stereotyped limited access to certain resources)
A curriculum which meets the interests and needs of all students regardless of gender identity
A mixture of books with all gender identities represented are available to all students
Toilets which have cubicles and are accessible
All of the above is embedded into policy and practice across the School and monitored regularly

Age

Will our reopening plans have a disproportionate impact related to age?

Y

N

N

Describe the nature of any disproportionate impacts.

Explain what actions will be taken to address these impacts.

A curriculum offer that meets the development needs of the students at whatever point they are at as well as chronological age
Resources appropriate to point of development as well as chronological age
All of the above is embedded into policy and practice across the School and monitored regularly

Sexual orientation

Will our reopening plans have a disproportionate impact related to sexual orientation?

Y

N

N

Describe the nature of any disproportionate impacts.

Explain what actions will be taken to address these impacts.

All students treated as individuals and needs met regardless of sexual orientation
All of the above is embedded into policy and practice across the School and monitored regularly

Religion or belief

Will our reopening plans have a disproportionate impact related to religion or belief?

Y

N

N

Describe the nature of any disproportionate impacts.

Explain what actions will be taken to address these impacts.

Regular discussion and celebration of all religions
Celebration of key religious events throughout the year in line with key celebrations
RSHE sessions around equality and tolerance (at an appropriately pitched level)
Strong work and provision in school around community values
All of the above is embedded into policy and practice across the School and monitored regularly

Marriage and civil partnership

Will our reopening plans have a disproportionate impact related to marriage or civil partnership?

Y

N

N

Describe the nature of any disproportionate impacts.

Explain what actions will be taken to address these impacts.

All students encouraged to see that all relationships – marriage / civil partnership and single parents are usual.
Positive discussions around what constitutes ‘healthy relationships’
Strong RSHE program in each provision – addressing healthy relationships
All of the above is embedded into policy and practice across the School and monitored regularly

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